Seameo regional language centre
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- Điều hướng trang này:
- English 10 English 11 English 12 SB WB SB WB SB WB Total
| English 10
English 11 English 12 Total SB WB SB WB SB WB Reading for gist 3 0 6 3 3 1 16 Reading for specific information 8 12 9 16 12 11 68 Reading for detailed understanding 22 14 23 15 24 19 117 Guessing meaning in context 1 5 0 2 0 1 9 Understanding references 0 0 1 0 1 1 3 Making inferences 1 5 2 0 0 4 12 Understanding discourse markers 0 0 0 0 0 0 0 Understanding text organization 0 1 0 0 0 0 1 Recognizing author’s purposes and attitudes 1 1 0 0 0 0 2 Summarizing 0 1 0 0 0 0 1 Number of activities 48 34 50 37 51 37 257 Number of units 22 16 22 16 22 16 114 2.3.2. Speaking skills Table 7 demonstrates the distribution of speaking activities in the three textbooks and students’ workbooks. Overall, the textbooks contain nearly twice as many activities as the workbooks. For example, English 10 textbook presents an average of 3 activities per unit but English 10 workbook presents only half this number. Similarly, the average number of activities per unit is 3.1 for English 11 and English 12 textbooks but only 1.7 and 1.6 for the respective workbooks. The figures seem to suggest that there is not much emphasis on speaking skills in the workbooks. 29 Table 7: Distribution of speaking activities English 10 English 11 English 12 SB WB SB WB SB WB Total No. of units 16 16 16 16 16 16 96 No. of activities 48 25 50 27 49 26 225 No. of activities per unit 3.0 1.5 3.1 1.7 3.1 1.6 2.3 No. of information- gap activities 29 4 24 5 23 3 68 No. of information gap activities per unit 1.8 0.2 1.5 0.8 1.4 0.2 0.7 Among the 225 speaking activities taught in three textbooks and workbooks, only 68 are information-gap activities (the term “information-gap” is used in this paper to refer to all types of communicative activities that are based on the information-gap principle such as opinion-sharing, reasoning-gap, information- gathering activities and so on). That is, on average, there is less than one information-gap activity per unit. The remaining activities might be described as quasi-communicative because they do not involve an exchange of real information or expression of real feelings, opinions and so on. Thus, they do not tend to present elements of genuine communication such as unpredictability and cooperation between speakers in communicative interaction. Nor do they tend to reflect interactional authenticity because there is hardly any opportunity for negotiation of meaning and use of communicative strategies. Consider the following examples: 30 Task 2: Work in groups. Take turns to talk about the sports results of the Vietnamese athletes at 14th Asian Games, using the information from the table below. tải về 421.94 Kb. Chia sẻ với bạn bè của bạn:
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